Grade: 8 Unit: 3 Week: 5 Content: ELA Dates: 1/7-1/11
Theme:Looking Back on America Theme Essential Question: How does learning history through literature differ from learning through informational text?
Essential Questions:
How do students analyze literature?
How do students use the information the authors gives to infer information?
Standards (Focus)
8.R.I.9 Integration of Knowledge and Ideas: Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.
8.L.3 Knowledge of Language: Use knowledge of language and its conventions when writing, speaking, reading, or listening.
(Ongoing)
8.R.L.5 Craft and Structure: Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style.
8.R.I.6 Craft and Structure: Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.
8.R.I.8 Integration of Knowledge and Ideas: Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.
Objectives
Determine an author’s point of view in a text and discuss the impact it has on what was written.
Compare and contrast story characters, plots, themes, and settings from stories about American history.
Assessments Produce
Given two or more newspaper articles on current events, students can read and select one from which they will create/develop a fictional story about a person experiencing the event. Facts from the article should be used. Teachers will then explain this is a possible method author’s use. (“My Name is Osama”, “Why America Overreacted” [Newsweek Magazine Article], “Honoring America” [Time for Kids Magazine Article], If Only (poem) by Adam Quin, other 9/11 poems
Photo or picture based on the theme is selected and shown to students by the teacher. Teacher models “Think Aloud” by saying – What do I see? Answers question, What do I think is happening? Answers question, What can I infer? Answers question. Another picture is shown and the students ask and answer the questions to show knowledge and understanding of inference.
Key Questions (match Standard)
What strategies/concepts can be employed to help analyze literature?
What clues do an author give to help the reader make inferences?
Observable Student Behaviors (Performance)
Vocabulary
ELA
Inference Genre Author’s purpose Theme Current events Point of view Compare/contrast
Suggested Activities [see Legend to highlight MCO and HYS] Homework
Grade: 8 Unit: 3 Week: 5 Content: ELA Dates: 1/7-1/11
Theme:Looking Back on America
Theme Essential Question: How does learning history through literature differ from learning through informational text?
Essential Questions:
Standards (Focus)
(Ongoing)
Objectives
Assessments
Produce
Key Questions (match Standard)
Observable Student Behaviors (Performance)
Vocabulary
Genre
Author’s purpose
Theme
Current events
Point of view
Compare/contrast
Suggested Activities [see Legend to highlight MCO and HYS]
Homework
Terminology for Teachers
Ethnicity/Culture | Immigration/Migration | Intercultural Competence | Socialization | Racism/Discrimination
High Yield Strategies
Similarities/Differences | Summarizing/Notetaking | Reinforcing/Recognition | Homework/Practice |
Non-Linguistic representation | Cooperative Learning | Objectives/Feedback |
Generating-Testing Hypothesis | Cues, Questions, Organizers
Resources
Professional Texts
Literary Texts
Informational Texts
Art, Music, and Media
Manipulatives
Games
Videos
Sight Words
SMART Board Lessons, Promethean Lessons
Other Activities, etc.
Language
Arts
Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
Matrix
Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
Home K-2
Home 3-6
Home 6-8
Unit 1
Unit 2
Unit 3
Unit 4
Unit 5
Unit 6